随着员工在非工作时间使用信息通信技术处理工作日益流行,学者开始关注什么原因造成这种现象,但与之相关的概念和影响因素缺乏系统整合。借鉴工作-家庭边界理论,提出工作导向型ICT跨界使用(WDU_ICT)概念,以整合现有相关概念。具体地,以W...随着员工在非工作时间使用信息通信技术处理工作日益流行,学者开始关注什么原因造成这种现象,但与之相关的概念和影响因素缺乏系统整合。借鉴工作-家庭边界理论,提出工作导向型ICT跨界使用(WDU_ICT)概念,以整合现有相关概念。具体地,以Web of Science和CNKI数据库中的94篇期刊文献为样本,在系统分析现有相关概念内涵的基础上,明确界定WDU_ICT的概念内涵与特征,并总结WDU_ICT的测量方法;然后,基于对主动型和被动型WDU_ICT的区分,从个体、情境和技术三方面系统归纳WDU_ICT的多维前因,分析WDU_ICT的个体、技术和组织三方面的边界条件,并构建一个以WDU_ICT前因为中心的整合性框架;最后,基于现有研究不足,提出该领域未来研究建议。展开更多
本团队在课程思政建设背景下,基于“产出导向法”教学材料使用与评价理论,以2021年外语教学与研究出版社举办的全国高校外语教师讲课大赛章程“外语教材的有效使用:培根铸魂,启智增慧”为指导,选取《现代大学英语》3(第二版)UNIT9 Text ...本团队在课程思政建设背景下,基于“产出导向法”教学材料使用与评价理论,以2021年外语教学与研究出版社举办的全国高校外语教师讲课大赛章程“外语教材的有效使用:培根铸魂,启智增慧”为指导,选取《现代大学英语》3(第二版)UNIT9 Text A Globalization’s Dual Power一课参赛,并荣获全国(本科英语组)复赛一等奖。本文以此为例,详细阐释“促成”阶段,教师选择和转换输入材料过程中,如何搭建“脚手架”,从话语结构、语言形式、内容三个维度,分步骤设计并实施教学活动,将思政元素有效融入其中,强化育人功能。展开更多
Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical...Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.展开更多
文摘随着员工在非工作时间使用信息通信技术处理工作日益流行,学者开始关注什么原因造成这种现象,但与之相关的概念和影响因素缺乏系统整合。借鉴工作-家庭边界理论,提出工作导向型ICT跨界使用(WDU_ICT)概念,以整合现有相关概念。具体地,以Web of Science和CNKI数据库中的94篇期刊文献为样本,在系统分析现有相关概念内涵的基础上,明确界定WDU_ICT的概念内涵与特征,并总结WDU_ICT的测量方法;然后,基于对主动型和被动型WDU_ICT的区分,从个体、情境和技术三方面系统归纳WDU_ICT的多维前因,分析WDU_ICT的个体、技术和组织三方面的边界条件,并构建一个以WDU_ICT前因为中心的整合性框架;最后,基于现有研究不足,提出该领域未来研究建议。
文摘本团队在课程思政建设背景下,基于“产出导向法”教学材料使用与评价理论,以2021年外语教学与研究出版社举办的全国高校外语教师讲课大赛章程“外语教材的有效使用:培根铸魂,启智增慧”为指导,选取《现代大学英语》3(第二版)UNIT9 Text A Globalization’s Dual Power一课参赛,并荣获全国(本科英语组)复赛一等奖。本文以此为例,详细阐释“促成”阶段,教师选择和转换输入材料过程中,如何搭建“脚手架”,从话语结构、语言形式、内容三个维度,分步骤设计并实施教学活动,将思政元素有效融入其中,强化育人功能。
文摘Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.
